Reading Strategies

1. Reading Strategies

2. What is meant by ‘texts’? Curriculum for Excellence states that a textis the medium through which ideas, experiences, opinions and information can be communicated.

3. Predicting Predicting We use this strategy to predict what we think might happen. This helps us to think about what we might already know.

4. Why Teach….. Predicting • Prediction helps readers activate their prior knowledge. • Prediction involves readers interpreting clues in the text, illustrations, context. • Prediction involves high order thinking as pupils justify their predictions. • Predicting immediately makes the reader active in the reading process from the very beginning.

5. Connecting We use this strategy to connect what we know already with the text we are reading. We can make different types of connections.... Text-to-self connections (connections from our personal experience) Text-to–text connections (connections from other things we have read) Text-to-World connections (connections from what we know already about this topic)

6. Why Teach….. Connecting • Connecting helps readers make links with what they know already with the text they are about to read. • It teaches them to pause and consider to see if they can make connections with Self- Personal experience Text – Another text they have read World – Something they know about this topic • This deepens the reading process and pupils understanding and also means new connections are formed, so learning is extended. Without doing this we miss opportunities to further learning

7. Self Questioning We use this strategy to help us ask questions so we can better understand the text.

8. Why Teach….. Self Questioning • Asking questions helps us understand things better. • Asking questions is a key strategy of all effective learners. • By teaching our children to deliberately pause and generate questions, we are giving them a strategy to become better learners. • By training our pupils in self questioning they know that if they ask questions about content, style, structure, events, actions, author’s purposes that these will help them understand the text better. • By teaching our pupils self questioning, we are teaching them how to ‘learn to learn’.

9. Skimming We use this strategy to quickly find out what the text is about. Skimming helps us to find out if a text will be useful and it helps us to find out where the important bits are in the text.

10. Why Teach….. Skimming • Skimming lets readers know roughly how difficult a text is, how long it is, how it is structured and where the most useful information can be found. • Skimming allows the reader to pass over much of the detail to get the gist of the text. • Skimming enables the reader to activate any prior knowledge before reading takes place.

11. Comparing We use this strategy to compare things and consider how they may be different or similar. We can compare the text with our self and our personal experiences. We can compare the text with other texts. We can compare texts with what we know about the world.

12. Why Teach….. Comparing • Comparing helps readers to make connections between a text and other texts or between a text and the outside world. • When readers make these connections, they begin to make comparisons. • Comparing helps readers to identify similarities and differences. • Readers then use the similarities and differences to refine their thinking and aid their understanding of the text.

13. Visualising We use this strategy to visualise what is happening in the text. This helps us to think about what might happen next, to remember details about the text and it helps us to get really involved in the text too. All of this helps us understand the text better.

14. Why Teach….. Visualising • Visualising allows readers the opportunity to create images by using their senses. • Visualising allows readers to engage with the text and helps them to remember key points. • Visualising helps readers to make predictions, interpret information and draw conclusions to aid understanding.

15. Inferring We use this strategy to help us find out what the author wants us to know but doesn’t directly tell us. It is like the author leaves us clues and we have to make smart guesses to complete the picture. Our smart guesses along with what the author says help us to understand the story better and provide a fuller understanding.

16. Why Teach….. Inferring • Inferring supports the reader in the process of making predictions, drawing conclusions and making judgements. • Inferring allows the reader to create their own interpretation of the text; aiding understanding. • Inferring allows the reader to establish what has been said without being explicitly stated.

17. Synthesising We use the synthesising strategy to link together information from the text to make sure our understanding is secure. Synthesising helps us keep track of what is being read and develops greater understanding.

18. Why Teach….. Synthesising • Synthesising involves readers piecing together information, like assembling a jigsaw. • When students use synthesising, they pause to think about what has been read. • Synthesising encourages students to keep track of what is happening in the text, developing greater understanding.. • Pupils who are consciously aware of using this strategy are continually able to monitor their understanding of text.

19. Scanning We scan through text to locate specific details. Scanning is an extremely important skill as we learn to locate information to provide the answers to questions and help us understand text better.

20. Why Teach….. Scanning • Scanning is an extremely important skill as pupils learn to scan parts of texts to locate information to provide the answers to their questions. • Scanning involves glancing through material to locate specific details such as names, dates, places or some particular content.

21. Determining Importance We use this strategy to think about which parts of the texts are most important. This helps us to work out what are the most important things for us to understand.

22. Why Teach…. Determining Importance • Pupils understanding of text becomes secure through the process of establishing what is important in a text and what is not e.g.. key words, phrases and sentences. • Highlighting features such as headings, subheadings, titles, illustrations, bold text etc., will help pupils to separate the important information from the less important information.

23. Summarising & Paraphrasing We summarise to reduce a large piece of text to the most important parts. We paraphrase to restate the text in our own words. Summarising and Paraphrasing help to make sure we really understand text.

24. Why Teach….. Summarising and Paraphrasing • Summarising and paraphrasing are key skills in deepening and securing understanding of text. • Summarising is the ability to reduce a larger piece of text so the focus is on the most important elements in the text. • Paraphrasing is the restating or rewriting of text into other words.